Moderating Effect of Negative Emotionality on the Association between Teacher-Child Intimacy and Peer Interaction

Abstract

This study investigated the moderating effect of negative emotionality on the association between teacherchild intimacy and peer interaction based on a differential susceptibility model. The participants were 252 threeyear-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher’s report with ratings based on a teacher’s daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children’s negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacherchild intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.